Teaching & Learning Core: Equity & Excellence

Explanation

In order to address equity, Mililani High School has identified the SBA/Biology EOC Achievement Gap as a focus. The school will be focusing on supporting disadvantaged, special education, and english language learners.

Focus: equity and excellence in core curriculum and supports

• The 3-Year Academic Plan is structured by the HIDOE Learning Organization, and it is founded on the Teaching & Learning Core

Background Information

SY 17-18

• ELA: 18% of non high needs students passed the SBA vs. 42% of high needs students = 40 points rounded

• MATH: 55% of non high needs students passed the SBA vs. 24% of high needs students = 31 points

• SCIENCE: 61% of non high needs students passed the EOC vs. 31% of high needs students = 30 points

SY 18-19

• ELA: 71.6% of non high needs students passed the SBA vs. 38.3% of high needs students = 33.3 points

• MATH: 43.5% of non high needs students passed the SBA vs. 21% of high needs students = 22.5 points

• SCIENCE: 62.5% of non high needs students passed the EOC vs. 29.8% of high needs students = 33 points

Summary Analysis

Even though our gap decreased, it is still an area of need because the overall proficiency decreased as well

• ELA: the proficiency percentage of high needs students decreased by 3.7%

• MATH: the proficiency percentage of high needs students decreased by 3%

• SCIENCE: the proficiency percentage of high needs students decreased by 1.2%

Theory of Action to improve the achievement gap

If data analysis through iReady diagnostics is utilized to identify skills gaps, then teachers will be able to address and support student need.

If teachers are able to address and support student needs, then high needs students will be more likely to close their skill deficiencies.

If students are able to close their skill deficiencies, then they will be more likely to achieve proficiency on the SBA/EOC exams.

Enabling Activities

• iReady Diagnostic for grades 9-11 three times a year (Math/ELA)

  • identify students with skills gaps

• Data Room Discussions (Math/ELA)

  • Identify students with skills gaps in each classroom and/or course

• PLC Discussions (Math/ELA/Bio)

  • Discuss differentiation strategies and next step planning for students with skills gaps

• Course Development Discussions (Math/ELA/Bio)

  • Admin/Department discussions regarding further support for students with skills gap (i.e. the structure of workshop and lab courses)